1. MAGISTER OF ENGLISH EDUCATION PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITAS AHMAD DAHLAN DESUGGESTOPEDIA METHOD ARMAN: 1508042039 ARIS AKBAR JAYA: 1508042055

2. DESUGGESTOPEDIA METHOD  Suggestopedia method calls an affective-humanistic approach, an approach in which there is respect for students' feelings.  According to Lozanov and others, we may be using only five to ten percent of our mental capacity.  In order to make better use of our reserved capacity, the limitations we think we have to need to be Desuggested.  Desuggestopedia the application of the study of suggestion to pedagogy, has been developed to help students eliminate the feeling that they cannot be successful or the negative association they may have toward studying and, thus, to help them overcome the barriers to learning.

3. THE GOALS OF TEACHER WHO USE DESUGGESTOPEDIA Teachers hope to accelerate the process by which students learn to use a foreign language for everyday communication In order to do this, more of the students’ mental power must be tapped This is accomplished by Desuggesting the ppsychological barriers learners bring with them to the learning situation and using techniques to activate the ‘paraconscious’ part of the mind, just below the fully- conscious mind

4. THE ROLE OF TEACHER AND STUDENTS The role of teacher is the teacher become authority in the classroom, they direct and control the language behavior of the students. They are also responsible prividing their students with a good model for imitation. The role of students to be succesful on this method are the students must trust, respect and responsive to the direction of the teacher.

5. CHARACTERISTIC OF THE TEACHING/LEARNING PROCESS  The characteristic of learning process are the student selects the target language and new occupations, create biographies while the course to go along new identities, the text students work containing dialog in the target language (800 words), and translate the dialog in the students’ native language and some notes vocabulary and grammar which correspond to bold-faced in the dialog.  The characteristic of the teacher process there are two concerts, first concert (the active concert) is the teacher reads the dialog, matching teacher voice to rhythm and pitch of the music. The second concert (the passive concert) is the teacher read the target language dialog at a normal rate speed.

6. THE NATURE OF STUDENT-TEACHER INTERACTION/THE NATURE OF STUDENT-STUDENT INTERACTION The teacher initiates interactions with the whole group of students and with individual’s right from the beginning of a language course. Initially, the students can only respond nonverbal or with a few target language words language and can respond more appropriately and even initiate interaction themselves

7. THE FEELINGS OF THE STUDENTS DEALT A great deal of attention is given to students’ feelings in this method. One of the fundamental principles of the method is that if students are relaxed and confident, they will not need to try hard to learn the language. It will just come naturally and easily. It considered important in this method that the psychological barriers that students bring with them be desuggested. Indirect positive suggestions are made to enhance students’ self-confidence and to convince them that success is obtainable.

8. LANGUAGE VIEWED AND CULTURE VIEWED Language is the first of two planes in the two-plane process of communication. In the second plane are the factors which influence the linguistic message. For example, the way one dressed or the nonverbal behavior one uses affects how one’s linguistic message is interpreted The culture which students learn concerns the everyday life of people who speak the language. The used of the fine arts is also important in Desuggestopedic classes.

9. LANGUAGE AND LANGUAGE SKILLS ARE EMPHASIZED Language emphasize to vocabulary and grammar. Claims about the success of the method often focus on the large number of word that can be acquired. Grammar is dealt with explicitly but minimally Language skill emphasize to speaking skill. Student also read in the target language (for example, dialog) and write (for example, imaginative compositions).

10. THE ROLE OF THE STUDENTS’ NATIVE LANGUAGE Native-language translation is used to make the meaning of the dialog clear. The teacher also uses the native language in class when necessary. As the course proceeds, the teacher uses the native language less and less.

11. EVALUATION ACCOMPLISHED AND THE TEACHER RESPOND TO STUDENT ERRORS Evaluation usually is conducted on students’ normal in class performance and not through formal tests, which would threaten the relaxed atmosphere considered essential for accelerated learning. Errors are corrected gently, with the teacher using a soft voice.

12. THE TECHNIQUES AND THE CLASSROOM SET-UP There are some element adapt in teaching style: Classroom set-up Peripheral learning Choose a new identity Role play First concert (active concert) Second concert (passive concert) Primary activation Creative adaptation

13. CLASSROOM SET-UP The challenges for the teacher is to create a classroom environment which is bright and cheerful this was accomplished in the classroom we visited where the wall were decorated with scenes from a country where the target language is spoken. These conditions are not always possible. However, the teacher should try to provide as positive an environment as possible.

14. PERIPHERAL LEARNING This technique is based upon the idea that we perceive much more in our environment which we consciously attend. It is claimed that, by putting posters containing grammatical information about the target language on the classroom walls, student will absorb the necessary facts effortlessly. The teacher may or may not call attention to the posters. They are changed from time to time to provide grammatical information that is appropriate to what the students are studying.

15. POSITIVE SUGGESTION It is the teacher’s responsibility to orchestrate the suggestive factors in a learning situation, thereby helping students break down the barriers to learning that they bring with them. Teacher can do this through direct and indirect means. Direct suggestion appeals to the students’ consciousness, which appeals to the students’ subconscious, is actually the more powerful of the two. For example, indirect suggestion was accomplished in the class we visited through the choice of a dialog entitled, “to want to be able to.’

16. CHOSE A NEW IDENTITY The students choose a target language name and a new occupation. As the course continues, the students have an opportunity to develop a whole biography about their fictional selves, for instance, later on they may be asked to talk or write their fictional hometown, childhood, and family.

17. ROLE PLAY Students are asked to pretend temporarily that they are someone else and to perform in the target language as if they were that person. They are often asked to create their own lines relevant to the situation. In the lesson we observed, the students were asked to pretend that they were someone else and to introduce themselves as that person.

18. FIRST CONCERT The two concerts are components of the receptive phase of the lesson. After the teacher have introduced the story are related in the dialog and has called students’ attention to some particular grammatical point that arise in it, she read the dialog in the target language and their native language and refer to it as the teacher is reading. Music is played, synchronized in intonation with the music. The music is classical; the early romantic period is suggested. The teacher’s voice rises and falls with the music.

19. SECOND CONCERT (PASSIVE CONCERT) In the second phase, the students are asked to put their scripts aside. They simple listen as the teacher reads the dialog at the normal rate of the speed. The teacher is seated and read with the musical accompaniment. The content governs the way the teacher reads the scripts, not the music, which is pre-classical or Boroque. At the conclusion of this concert, the class ends for the day.

20. PRIMARY ACTIVATION This technique and the one that follows are components of the active phase of the lesson. The student playfully reread the target language dialog out loud,, as individual or in groups. In the lesson we observed, three groups of student read parts of the dialog in a particular manner; the firs group, sadly; the next, angrily; the last cheerfully.

21. CREATIVE ADAPTATION The student engage in various activities designed to help them learn the material and use it spontaneously. Activities particularly recommended for this phases include singing, dancing, dramatizations, and games. The important thing is that activities are varied and do not allow the students to focus on the form of the linguistic message, just the communicate intent.